scholarly journals PERSONAL SELF-REGULATION AS A VARIABLE STUDENT (PRESAGE)

2016 ◽  
Vol 4 (1) ◽  
pp. 165
Author(s):  
Lucía Zapata ◽  
Jesús De la Fuente ◽  
Dave Putwain ◽  
Paul Sander
Keyword(s):  
Learning Process ◽  
Self Regulation ◽  
The Self ◽  
Academic Learning ◽  
Short Version ◽  
Learning Approaches ◽  
Self Regulated Learning ◽  
Full Sense ◽  
Teaching Learning ◽  
Educational Variables

Abstract.The self-regulation that people use in daily life has not traditionally been studied by educational psychologists. However, after Zimmerman showed the existence of common processes in different domains, experts have taken an interest in analyzing the self-regulating components common to different spheres (education, work, and health). This model considers personal self-regulation as a presage variable in the teaching-learning process. The Self-Regulation Questionnaire (SRQ) designed by Brown, Miller and Lawendowski has been used most often in the research on personal self-regulation. Several studies have examined this instrument’s psychometric characteristics, leading to development of the Short Self-Regulation Questionnaire (SSRQ). This short version has been shown to be a plausible alternative to the long version, in a Spanish sample (Pichardo et al., in review). There is little research in the educational sphere that treats self-regulation as a presage variable; most cases have focused on the more restrictive variable of self-regulated learning. However, studies have shown the importance of including personal self-regulation, in its full sense, as a presage variable. We can infer that the interaction of personal self-regulation with other variables, whether personal (age, gender) or academic (learning approaches, coping strategies, academic selfregulation, regulatory teaching, resilience, etc.), constitutes an interesting, novel focus when analyzing the teaching-learning process at university. We have seen the value of this study, due to the importance of this variable and the dearth of research studies to date that treat educational variables and personal self-regulation. Keywords: Personal Self-regulation, Short Self-Regulation Questionnaire, Teaching-Learning process

scholarly journals AN EMPIRICAL MODEL OF PERSONAL SELF-REGULATION AND TEACHING REGULATORY, TO PREDICT THE PROCESS AND THE PRODUCT VARIABLES

2016 ◽  
Vol 4 (1) ◽  
pp. 197
Author(s):  
Jesús De la Fuente ◽  
Lucía Zapata Sevillano ◽  
Paul Sander ◽  
Dave Putwain
Keyword(s):  
Empirical Model ◽  
Learning Process ◽  
Self Regulation ◽  
Integrative Model ◽  
Formal Context ◽  
Learning Approaches ◽  
Personal Factors ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teaching Learning

Abstract.Introduction. The present study examines how personal self-regulation and regulatory teaching relates to learning approaches, strategies for coping with stress, and self-regulated learning (as process variables of learning) and, finally, how it relates to performance and satisfaction with the teaching-learning process (as product variables). In this investigation, we built two different empirical models based on the presage-process-product paradigms to clarify potential effects of (1) personal self-regulation and (2) regulatory teaching with other cognitive-emotional variables. Method. A total of 1101 students participated in the study (University of Almería and competitive students). In terms of data collection, it is a survey investigation using self-reports (questionnaires and scales) and a cross-sectional strategy. The analyses made to meet the proposed objectives and test hypotheses were structural for develop structural models. Results. The results provide empirical evidence for two models, consistent and significant, integrating variables that are part and influence the teaching-learning process of this educational level (university and candidates). Discusion and conclusion. Findings confirming the importance of the interactive, integrative model of teaching-learning (DEDEPRO), which assumes that self-regulated learning should be connected to regulatory teaching. Variables incorporated into the models validated in this study consolidate the idea that both personal factors and teaching and learning factors should be taken into consideration, since we are dealing with a formal context of teaching-learning.Palabras Clave: Teaching-Learning process, Personal self-regulation, Regulatory teaching, Empirical model, Higher education

scholarly journals Implementing a self-regulated WebQuest learning system for Chinese elementary schools

2012 ◽  
Vol 28 (2) ◽  
Author(s):  
Hsien-Sheng Hsiao ◽  
Chung-Chieh Tsai ◽  
Chien-Yu Lin ◽  
Chih-Cheng Lin
Keyword(s):  
Elementary Schools ◽  
Learning Process ◽  
Self Regulation ◽  
Sixth Graders ◽  
Learning System ◽  
The Self ◽  
Control Group ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Experimental Group

<span>The rapid growth of Internet has resulted in the rise of WebQuest learning recently. Teachers encourage students to participate in the searching for knowledge on different topics. When using WebQuest, students' self-regulation is often the key to successful learning. Therefore, this study establishes a self-regulated learning system to assist learners in employing WebQuest learning in a self-regulated learning pattern as well as to give teachers opportunities to monitor and assist students' performance. The participants in the study are sixth graders of an elementary school in Taipei County, Taiwan. The experimental group and the control group are composed of three classes respectively. The current study investigates the correlation between students' self-regulated behavior and their achievement when using WebQuest learning through the self-regulated learning assisted functions and traditional WebQuest learning. In addition, learners' self-regulated behavior is observed and analysed based on the system records as well as their behaviour in the learning process.</span>

scholarly journals Factorial Validity and Reliability of Self-Regulation Learning Questionnaire among Undergraduate Students at University of Dammam in Saudi Arabia

2016 ◽  
Vol 10 (4) ◽  
pp. 669
Author(s):  
Malek M. Jdaitawi
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Univariate Analysis ◽  
Self Regulation ◽  
Reliability And Validity ◽  
The Self ◽  
Short Version ◽  
Factorial Validity ◽  
Validity And Reliability ◽  
Self Regulated Learning

The aim of the study was to examine the factor structure of the short-version of the self-regulated learning questionnaire in a group of undergraduate students at the University of Dammam. Four factors were assumed to represent the self-regulation: concentration, time management, self-testing and study aids. Testing reliability and validity of the constructs was another aim of this study. The study sample comprised 209 students (89 females and 120 males). Stu- dent age ranged from 18-21 years. The scale had 32 items with eight items for each of the four subscales. The research examined the factorial validity and reliability for the four factors of self- regulation across gender. The short version of the self-regulated questionnaire achieved good validity and reliability, and the confirmatory factor analysis (CFA) showed acceptable values of model fit to data. Consequently, the construct was compared via univariate analysis of variance with gender as independent variable. The results indicated significant differences between males and females. The contribution of this paper is to create a valid instrument to measure student self-regulation in university setting. 

scholarly journals THE 3P AND DEDEPRO MODELS AS RESEARCH HEURISTIC

2016 ◽  
Vol 4 (1) ◽  
pp. 155
Author(s):  
Jesús De la Fuente ◽  
Lucía Zapata Sevillano ◽  
Paul Sander ◽  
María Cardelle-Elawar
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Process Development ◽  
Self Regulation ◽  
Learning Approaches ◽  
Learning Context ◽  
And Performance ◽  
Teaching Learning ◽  
3P Model ◽  
Process Product

Abstract.There are different heuristics that study the teaching-learning process; in this investigation we will explore the confluence of Biggs’ 3P model and the DEDEPRO model. These two complementary models offer us a framework for the analysis of teaching-learning situations with greater specificity and a better understanding of the structure of the research studies and the variables they study. In this manner, by incorporating both the general processes of teaching and learning, as well as the specific variables that are related to them, more or less analytical studies can be developed. Biggs adopted the 3P model to represent the student’s perspective in the teaching-learning process. The ways students learn are explained through the interaction of three moments in time that become the components for which the model is named: 1) Presage, where we find student characteristics and characteristics of the learning context; 2) Process, referring to the way that learning tasks are undertaken; and 3) Product, which includes learning outcomes. All the components that make up this model (Presage-Process-Product) tend toward equilibrium, and a change in any of them affects the system as a whole. In complementary fashion, the DEDEPRO model has established the need to further specify, within the Biggs model, the moments of Design (planning), Development (execution) and Product (satisfaction and performance), in terms of both teaching and learning. The DEDEPRO model assumes personal self-regulation, and is interactive with regulation in teaching, thereby giving rise to different levels of performance and personal satisfaction. In an overall sense, both models give us the opportunity to organize our variables over the teaching-learning process. We would emphasize the joint structure of the two models in relation to the variables in this study: Personal self-regulation, Stressful context (Presage); Learning approaches, Coping strategies, Self-regulated learning and Regulatory teaching (Process-Development); and Performance and Satisfaction with the learning process (Product).Palabras Clave: Biggs’ 3P Model, DEDEPRO, Teaching-Learning process

scholarly journals Promoting Self-Regulatory Skills in Self-Regulated Learning Pre-School Education Stage 3

2021 ◽  
Author(s):  
Ilze Šūmane ◽  
◽  
Līga Āboltiņa
Keyword(s):  
Learning Process ◽  
Self Regulation ◽  
School Education ◽  
The Self ◽  
Learning Goals ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
The Third ◽  
Third Stage ◽  
Regulated Learning

The competence approach in pre-school education, which recommends the promotion of self-regulated learning, raises questions about its impact on the development of children’s self-regulation. As a cross-cutting skill, self-regulated learning is essential for today’s society. It provides for a person’s ability to self-educate and develop effectively and successfully. The environment of the pre-school institution and the teacher, who equips and improves this environment, play an important role in promoting the child’s self-regulated learning. In the third stage of pre-school education children have reached the age of 5 to 6 years old and are being prepared to start school. The aim of this study is to assess and analyse children’s self-regulation skills in a pre-primary education environment in the third stage of self-regulated learning. Self-regulated learning is when a student is able to function and use cognitive, emotional processes and behavioural regulation tools to achieve learning goals. The following research tasks were included: 1) analyse the essence and development of self-regulation, and guidelines for organising a self-regulated learning process; and 2) carry out pedagogical observations of children’s self-regulatory abilities within the framework of the self-regulated learning process. The research methods included analysis of pedagogical and psychological literature and sources, pedagogical observation, and statistical analysis of data. The study involved 41 children who were 5 to 6 years old. The results of the study show that self-directed learning can significantly promote the development of self-regulation skills in 5 to 6-year-old children. To better develop the process of self-regulation for 5 to 6-year-old children, the self-regulated learning process must be easier to understand, with an emphasis on updating, understanding, and reflecting on the learned content, while also clearly articulating the expected outcomes and providing feedback.

Factor Structure of the Self-Regulation Questionnaire (SRQ) at Spanish Universities

2014 ◽  
Vol 17 ◽  
Author(s):  
Carmen Pichardo ◽  
Fernando Justicia ◽  
Jesús de la Fuente ◽  
José Manuel Martínez-Vicente ◽  
Ana B. G. Berbén
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Internal Consistency ◽  
Self Regulation ◽  
Well Being ◽  
The Self ◽  
Short Version ◽  
Academic Variables ◽  
Self Regulated Learning ◽  
Regulated Learning

AbstractThe Self-Regulation Questionnaire (SRQ) has been used in psychology research during the last decade. The instrument has been used in a variety of life domains: psychological well-being, dispositional happiness, depressive symptoms and career adaptability. This investigation studies the factor structure and internal consistency of the SRQ, extracting a short version in the Spanish context and examining its relation to academic variables (self-regulated learning and grades). The analysis started from a version with 63 items, representing seven conceptual dimensions. This version was administered to a sample of 834 students from Education and Psychology. The data from the above-mentioned sample were randomly divided into two sets, each containing 50% of the students (n = 417): exploratory and confirmatory. In the exploratory sample, exploratory factor analysis findings suggested a more parsimonious measurement model, with 17 items and 4 first-order factors. The confirmatory sample was used in the confirmatory factor analysis. The results show evidence for the internal consistency of the Short Self-Regulation Questionnaire (SSRQ) in the Spanish context, with indices greater than .90 and errors around .05. Regarding academic variables, both versions are related to self-regulated learning (r = .40, p < .01) and students’ grades (r = .15, p < .01). Differences from other studies done in North America are discussed, as well as similarities to a study from North-West University (in South Africa).

scholarly journals Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Manuela Leidinger ◽  
Franziska Perels
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
The Self ◽  
Structured Learning ◽  
Process Data ◽  
Learning Materials ◽  
Self Regulated Learning ◽  
Powerful Learning ◽  
Regulated Learning ◽  
Evaluation Of Learning

The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.

scholarly journals The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning

2020 ◽  
Vol 32 (4) ◽  
pp. 1089-1126 ◽  
Author(s):  
Matthias Nückles ◽  
Julian Roelle ◽  
Inga Glogger-Frey ◽  
Julia Waldeyer ◽  
Alexander Renkl
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Journal Writing ◽  
Theoretical Perspective ◽  
Self Regulation ◽  
The Self ◽  
Writing To Learn ◽  
Self Regulated Learning ◽  
Load Theory ◽  
Regulated Learning

Abstract We propose the self-regulation view in writing-to-learn as a promising theoretical perspective that draws on models of self-regulated learning theory and cognitive load theory. According to this theoretical perspective, writing has the potential to scaffold self-regulated learning due to the cognitive offloading written text generally offers as an external representation and memory aid, and due to the offloading, that specifically results from the genre-free principle in journal writing. However, to enable learners to optimally exploit this learning opportunity, the journal writing needs to be instructionally supported. Accordingly, we have set up a research program—the Freiburg Self-Regulated-Journal-Writing Approach—in which we developed and tested different instructional support methods to foster learning outcomes by optimizing cognitive load during self-regulated learning by journal writing. We will highlight the main insights of our research program which are synthesized from 16 experimental and 4 correlative studies published in 16 original papers. Accordingly, we present results on (1) the effects of prompting germane processing in journal writing, (2) the effects of providing worked examples and metacognitive information to support students in effectively exploiting prompted journal writing for self-regulated learning, (3) the effects of adapting and fading guidance in line with learners’ expertise in self-regulated learning, and (4) the effects of journal writing on learning motivation and motivation to write. The article closes with a discussion of several avenues of how the Freiburg Self-Regulated-Journal-Writing Approach can be developed further to advance research that integrates self-regulated learning with cognitive load theory.

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